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All Journal International Journal of Evaluation and Research in Education (IJERE) Munaddhomah: Jurnal Manajemen Pendidikan Islam
Mohd Mahzan Awang
Universiti Kebangsaan Malaysia
Religion Education Other

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A comparing key performance indicator and benchmarks of quality pre-school among the agency in Malaysia Nordin Mamat; Abdul Rahim Razali; Abdul Talib Hashim; Mohd Mahzan Awang; Mohamed Nor Azhari Azman; Nur Fajrie
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23879

Abstract

High quality early childhood education (ECE) enables children to enjoy the experience and have nurturing environment that promotes holistic development. The key performance indicators such as quality pre-school’s environment, teachers and assistant teachers, learning materials have been predicted to produce desirable outcomes. However, the challenge is to identify the predictors that can quantify the definition of a quality teacher. This study uses questionnaire to assess individual perceptions and views on quality key performance indicators of early childhood pre-school center. The study’s findings revealed that the gap analysis related to the qualification of pre-school teachers and ratio teacher-child below the standard. Even though teacher-child ratio in private pre-schools is small because most of pre-schools do not employ assistant teacher as practiced in other pre-schools. Thus, the study found that the performance of children’s abilities in Ministry of Education pre-school and private pre-schools exceeded the national standard of 76.2% National Average of Reading and Writing, and 64.6% National Average of Arithmetic. However, based on benchmark 100% achievement, the screening performance report shown children far left behind. In conclusion, these findings are important to be given attention and remedial action in order the improvement and quality of pre-school achieve the minimum standard.
Culturally Rooted Leadership and Its Role in Shaping School Climate and Teacher Competence: The Case of Ing Ngarso Sung Tulodo Muhammad Ihsan Dacholfany; Agus Wibowo; Cipto Handoko; M. Sururi; Muhammad Rijal Fadli; Mohd Mahzan Awang
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i1.2247

Abstract

This study investigates the influence of school principals’ leadership, grounded in the Javanese philosophy of Ing Ngarso Sung Tulodo, which, in English, at the front gives an example, and the school climate on the professional competence of elementary school teachers in Indonesia. The Ing Ngarso Sung Tulodo philosophy emphasizes the role of leaders as role models who inspire and guide their subordinates. A positive and supportive school climate is likewise considered essential for fostering teacher development. Adopting a quantitative research design, this study involved 122 elementary school teachers selected through cluster sampling in Lampung Province, Indonesia. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling (SEM) with SmartPLS 3.0. The results of the study indicate that leadership grounded in Ing Ngarso Sung Tulodo and a conducive school climate have a positive, statistically significant effect on improving teacher competency (p < 0.001). This result differs from most studies of educational leadership at the global level, which still focus on the dominance of Western leadership models and rarely integrate local cultural values as the primary basis for analysis. This study explicitly fills this gap by presenting a leadership model rooted in local wisdom. This study provides a new space for empirical testing of culture-based leadership to improve teacher competency. This area has so far been under-researched in the international literature. Theoretically, this study enriches the study of educational leadership by broadening the perspective of leadership models through the integration of non-Western cultural values. Practically and internationally, this study can provide important implications for policymakers and school administrators, especially in multicultural and developing countries, in designing leadership development programs and school governance that are contextual, globally relevant, and sensitive to local culture.  
Co-Authors Abdul Rahim Razali Abdul Talib Hashim Agus Wibowo Cipto Handoko Fadli, Muhammad Rijal M. Sururi Mohamed Nor Azhari Azman Muhammad Ihsan Dacholfany Nordin Mamat